Service Learning Plan

1. Cultural Perspectives

2. At-Risk Youth

3. Grade Level/Setting: 9-12

4. Subject: World History

5. Unit Description:

Background

This service learning plan will complement student study of Japan before, during, and after World War II. Students will focus on Japanese perspective in the chain of events which lead Japan to imperialism and entry into World War II. Special attention will be paid to the Sino-Japanese conflict, the American-Japanese conflict with special attention paid to Pearl Harbor and Japanese surrender.

Project

How:

Through an Assistant Language Teacher and a Social Science counterpart in Japan an exchange will be created through which at-risk students exchange letters with Japanese students of an appropriate age. It will give students the opportunity to expand their cultural horizons. Students, Japanese and American, will be given the chance to eliminate stereotypes based upon sometimes faulty information. Additionally students will be able to improve their letter writing skills, as their will be an especially strong emphasis on proper grammar and punctuation due to English not being the Japanese students’ native language. The exchange of letters would occur at the beginning of the semester, giving students plenty of time to become familiar with one another and firmly establish a rapport.

Why:

Students will exchange letters with in an effort to expand their knowledge about Japanese Imperialism and World War II from a modern Japanese perspective. Students will be able to learn about how bias affects perspective. The questions the students should address are:

1. What do Japanese students learn about Japanese Imperialism and World War II in school?

2. How does what Japanese students learn differ from what American students learn in school?

3. Why does it differ?

Japanese students would be fully prepared for the material through instructions from the ALT. In addition, students might be able to get first-hand accounts from Japanese survivors. Due to the sensitive nature, students will be urged to exercise discretion. Students will need to learn about cultural taboos in order to navigate such a deeply affecting subject.


6. NETS:

Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

7. Sunshine State Standards:

SS.912.W.1.3: Interpret primary and secondary sources.
SS.912.W.1.5: Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography).
SS.912.W.6.6: Analyze the causes and effects of imperialism.
SS.912.W.7.11: Describe the effects of World War II.

8. Technologies:

Webpage showcasing cooperation with Japanese school

Wiki pooling information gained from Japanese students about Japanese Imperialism and World War II.

Potentially email if students decide to exchange addresses with Japanese students in order to facilitate the transfer of information.

9. Assessment:

Inquiry Search Paper(40%)

Students will use the information gained in class and through their communication with Japanese students to write a paper addressing the following questions.

1. What do Japanese students learn about Japanese Imperialism in the early part of the century and World War II in school?

2. How does what Japanese students learn differ from what American students learn in school?

3. Why does it differ? Talk about the bias present.

4. What stereotypes did students have about Japan?

5. Were they changed?

6. What did they learn about Japanese culture and life that they did not know previously?

b. Participation (60%)

Willingness to exchange letters.

Contributions to Wiki.

Contributions to webpage.

Land of the Rising Sun